Grade 4 Communication and Collaboration Stage 1 (In Development)

Grade 4

Creative Communicator/Global Collaborator

Unit Overview

In the Creative Communicator/Global Collaborator unit students will develop the skills and attitudes necessary to become responsible communicators in a digital community. They will understand that there are many online and offline tools to use to collaborate and communicate. Students will understand that online collaboration helps us learn from other cultures. Teams can work together face to face or online. Throughout the unit, students will access the Internet through different online collaborative tools and resources to complete lesson activities.

Content Standards

2016 ISTE Standards for Students Links to an external site.

Reading

RI3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
SL1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

Writing

W6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
W7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

Math

MP1 Make sense of problems and persevere in solving them.
MP6 Attend to precision.

Transfer

T6 Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

T7Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

Enduring Understandings and Essential Questions

Enduring Understandings go beyond discrete facts or skills to focus on larger concepts, principles, or processes. They are transferable–applicable to new situations within or beyond the subject. For Enduring Understandings, answer, "What specifically do you want students to understand?"

A good essential question is open-ended, thought-provoking, intellectually engaging and calls for higher-order thinking, such as analysis, inference, evaluation, prediction. It cannot be effectively answered by recall alone. For Essential Questions, answer, "What thought-provoking questions will foster inquiry, meaning making, and transfer?"

Enduring Understandings	Essential Questions
U6a. Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.	How can you compare the collaborative technology tools available for a specific purpose? How do I compare and contrast the technology tools available to communicate a specific purpose?
U6c. Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.	How would working with a team face to face differ then working with a team online?
U6d. Students publish or present content that customizes the message and medium for their intended audiences.	How do I compare and contrast the technology tools available to communicate a specific purpose?
U7a. Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.	How can technology enhance our ability to communicate globally?
U7b. Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.	How can you compare the collaborative technology tools available for a specific purpose?
U7c. Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.	How would working with a team face to face differ then working with a team online?
U7d. Students explore local and global issues and use collaborative technologies to work with others to investigate solutions.	How can technology enhance our ability to communicate globally?

Acquisition

The identified knowledge and skill are needed to address the established goals, achieve the targeted understanding(s), and support effective transfer. Answer, "What facts and basic concepts should students know and be able to do?" and "What discrete skills and processes should students be able to use?"

NOTE: It is important to understand that simply acquiring these discrete skills does not guarantee transfer (or understanding). We are teaching for transfer and these skills support the transfer but are not sufficient alone.

Students will know...	Students will be skilled at...
K.1 that there are many online collaboration tools.	S1. identifying online collaboration tools to use for a specific purpose..
K.2 that many online and offline tools can meet the purpose of the project	S2. selecting the best online or offline tool to accomplish the purpose of a task.
K.3 that we can learn from other cultures when collaborating online.	S3. collaborating online to complete a project.
K.4 there are differences working face to face vs. online	S4. identifying when to work as a team online.

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